10 June
Today is my first day in Saide’s Year 2 class. Because of some campus renovations, our daily schedule has been messed around. I’m currently sitting out with the students as their draw in their “doodle diaries”. They seem to have gotten quite a lot of use, though I couldn’t believe being allowed the time. So far a few outgoing students have approached me on their own, and I’m starting to get most of their names down.
I’m trying to reduce the flood of evaluative language that comes out of my mouth; these primary kids, though, want to show you EVERYTHING!
So far I’ve practiced saying:
“Explain to me what you’ve drawn here.”
“What was the hardest part to draw?”
“What part is your favorite?”
“What are you going to draw next?”
But I’ll run out of those phrases soon.
I’ve noticed that Saide describes the students are being “good”/”excellent” at literacy/writing or maths (he introduced me to each student this way).
Currently Emily is serenading me with “Let It Go” from Frozen. She is certainly one of the more outgoing, but I appreciate the welcome.
The only exceptionality Saide shared with me was a student with epilepsy, though I look forward to seeing how the “support” group is differentiated for.
Some similarities to Mort would be the “traveller” population of students, large school size, and dismissal process.
11 June
Today I’ve spent more time working at table groups.
In maths, I tried using open-ended questions to encourage collaboration and justify their thinking. I was interested in how smoothly the differentiation went with the activity, as Saide indicated that his choices are driven my “knowing the children”. Since I’m taking measurement online this semester, I’m considering whether formal diagnostic assessments are something I’d like to explore or experiment with. Data, Data, Data!
I led my firsts guided reading group yesterday and I was surprised how naturally it came to me. I feared I would be totally out of the swing of it, but I was able to command control of the group while getting a closer look at them as learners.
Literacy is really starting to grab my attention. When listening to a student spell a word for a classmate, I noticed they so it using the letter sounds. Dr. Dennis confirmed that very little emphasis is put on the NAME of the symbol (“letter”). My mind was blown… This I think will challenge me when working in the class this month, but will ultimately really be interested in incorporating it somehow in the U.S.
Spelling also seems to be more accurate as a result, and students often come up to the teachers to confirm spellings. Dr. D made the point that if they are making an attempt that is developmentally sound, there may not be harm in providing “correct” spelling. This week’s spelling practice is topic specific for Mexico (besides support group).
My brainstorm for the U.S. would be to record the words students ask about, tell them the correct spelling on the spot, then come together and put them on a word wall OR have the student who asked for the spelling become the “expert” and teach the spelling to the class.
I’m really enjoying my time.
12 June
Today was primarily a catch-up day for projects. After spending time in the ITC lab discovering more info on Mexico, the students were able to finish their brochures. Saide mentioned this a 5-week long topic but their final products looked great.
In addition, the students finished their chocolate-making machines by captioning the process as well as finishing a “monster” art project.
Despite the multiple activities going on at once, the students were able to work independently on what they needed to do and transitioned without needing a reminder of the tasks.
I led a different group in guided reading today. Despite the distraction of the camera on them, it went well. When a girl got stuck on the word “case” (not obvious when sounded out), I refrained from jumping in for fear of confusing her with an unknown strategy. The other girls in the group were patient and supportive, and reminded her of the “magic E”. It was great to see that moment; students really are the best teachers.
One of the traveller students continues to intrigue me. If I had an unlimited amount of time here I would love to work more with him.
I do miss my third graders. I’m looking forward to seeing them in the fall.
13 June
I realized today on the way to school just how much I miss catching family/Daniel/friends up with that I’m doing in the class. There is so much to share.
I took the register today. I’m struggling a lot with time management. I feel frustrated about being over time and not having an awareness of how long things like packing up take. I don’t feel I have enough command of the class; like I’m doing a disservice to their learning by simply existing.
My “healthy body, feelings, relationships” lesson was mediocre. Very few, if any, included our discussion of feelings/relationships into their drawings of Mrs. Healthy/Unhealthy. I hate that something that had so much potential flopped so hard, especially because I’m so invested in the message.
And I forgot to pack a lunch today…
Teaching P.E. was pretty interesting. For someone as un-athletic as me, I had quite a lot of decent advice and coordination. Being on the black top made me miss marching band for the first time in my life. Maybe I should lead more outdoor activities back home to strengthen classroom community.
Upon sharing with the colleagues how I was celebrating receiving my first hugs today, they informed me that there is a strict no-touching policy with students. I figure now that if we are there to supervise them change into their P.E. clothes, they probably don’t want us the students to also openly show us affection. All apart of the culture, I suppose.
Today is my first day in Saide’s Year 2 class. Because of some campus renovations, our daily schedule has been messed around. I’m currently sitting out with the students as their draw in their “doodle diaries”. They seem to have gotten quite a lot of use, though I couldn’t believe being allowed the time. So far a few outgoing students have approached me on their own, and I’m starting to get most of their names down.
I’m trying to reduce the flood of evaluative language that comes out of my mouth; these primary kids, though, want to show you EVERYTHING!
So far I’ve practiced saying:
“Explain to me what you’ve drawn here.”
“What was the hardest part to draw?”
“What part is your favorite?”
“What are you going to draw next?”
But I’ll run out of those phrases soon.
I’ve noticed that Saide describes the students are being “good”/”excellent” at literacy/writing or maths (he introduced me to each student this way).
Currently Emily is serenading me with “Let It Go” from Frozen. She is certainly one of the more outgoing, but I appreciate the welcome.
The only exceptionality Saide shared with me was a student with epilepsy, though I look forward to seeing how the “support” group is differentiated for.
Some similarities to Mort would be the “traveller” population of students, large school size, and dismissal process.
11 June
Today I’ve spent more time working at table groups.
In maths, I tried using open-ended questions to encourage collaboration and justify their thinking. I was interested in how smoothly the differentiation went with the activity, as Saide indicated that his choices are driven my “knowing the children”. Since I’m taking measurement online this semester, I’m considering whether formal diagnostic assessments are something I’d like to explore or experiment with. Data, Data, Data!
I led my firsts guided reading group yesterday and I was surprised how naturally it came to me. I feared I would be totally out of the swing of it, but I was able to command control of the group while getting a closer look at them as learners.
Literacy is really starting to grab my attention. When listening to a student spell a word for a classmate, I noticed they so it using the letter sounds. Dr. Dennis confirmed that very little emphasis is put on the NAME of the symbol (“letter”). My mind was blown… This I think will challenge me when working in the class this month, but will ultimately really be interested in incorporating it somehow in the U.S.
Spelling also seems to be more accurate as a result, and students often come up to the teachers to confirm spellings. Dr. D made the point that if they are making an attempt that is developmentally sound, there may not be harm in providing “correct” spelling. This week’s spelling practice is topic specific for Mexico (besides support group).
My brainstorm for the U.S. would be to record the words students ask about, tell them the correct spelling on the spot, then come together and put them on a word wall OR have the student who asked for the spelling become the “expert” and teach the spelling to the class.
I’m really enjoying my time.
12 June
Today was primarily a catch-up day for projects. After spending time in the ITC lab discovering more info on Mexico, the students were able to finish their brochures. Saide mentioned this a 5-week long topic but their final products looked great.
In addition, the students finished their chocolate-making machines by captioning the process as well as finishing a “monster” art project.
Despite the multiple activities going on at once, the students were able to work independently on what they needed to do and transitioned without needing a reminder of the tasks.
I led a different group in guided reading today. Despite the distraction of the camera on them, it went well. When a girl got stuck on the word “case” (not obvious when sounded out), I refrained from jumping in for fear of confusing her with an unknown strategy. The other girls in the group were patient and supportive, and reminded her of the “magic E”. It was great to see that moment; students really are the best teachers.
One of the traveller students continues to intrigue me. If I had an unlimited amount of time here I would love to work more with him.
I do miss my third graders. I’m looking forward to seeing them in the fall.
13 June
I realized today on the way to school just how much I miss catching family/Daniel/friends up with that I’m doing in the class. There is so much to share.
I took the register today. I’m struggling a lot with time management. I feel frustrated about being over time and not having an awareness of how long things like packing up take. I don’t feel I have enough command of the class; like I’m doing a disservice to their learning by simply existing.
My “healthy body, feelings, relationships” lesson was mediocre. Very few, if any, included our discussion of feelings/relationships into their drawings of Mrs. Healthy/Unhealthy. I hate that something that had so much potential flopped so hard, especially because I’m so invested in the message.
And I forgot to pack a lunch today…
Teaching P.E. was pretty interesting. For someone as un-athletic as me, I had quite a lot of decent advice and coordination. Being on the black top made me miss marching band for the first time in my life. Maybe I should lead more outdoor activities back home to strengthen classroom community.
Upon sharing with the colleagues how I was celebrating receiving my first hugs today, they informed me that there is a strict no-touching policy with students. I figure now that if we are there to supervise them change into their P.E. clothes, they probably don’t want us the students to also openly show us affection. All apart of the culture, I suppose.